The Development of Symbolization, the Reinforcement of the Body Image and of the Socialization of Deaf-Blind Students through Social-Emotional Interaction. A Psychodynamic and Psychoeducational Approach
The purpose of this paper is to examine whether social interaction can help deafblind students to develop symbolization, reinforce their body image and their socialization. The possibility of the social – emotional development of deafblind students will be studied through the implementation of an educational program (the Screening Tool and Psychoeducational Intervention for Deafblind People) which refers to the social interaction of deafblind students with their peers. The study uses a qualitative research approach and a case study methodology. The application of the intervention program, planned and tailored by the educator and the psychologist on the students’ need for social interaction, aimed to help a 14 – years- old deaf-blind girl in developing her symbolization, her body image as well as becoming engaged in social play and social interactions. The intervention program consisted of four stages: Firstly, the deafblind student’s cognitive and socio-emotional skills were screened to create a profile that would guide the development of an individualized intervention. Secondly, the deafblind student was offered multisensory and concrete experiences through structured interaction with her educator, in order to promote socio-emotional development through the elaboration of her executive functions and psychomotricity. Thirdly, the student was introduced to a group of three blind girls of 12 years of age. Finally, the deafblind student was included in a group of peers during experiential activities. Through the intervention program the deafblind student became more socially involved in shared activities with her peers, while at the same time the latter overcame their social and communicative barriers in approaching and interacting with the deafblind student and developed her symbolization and her body image.
